The Psychology of Learning Science

  • Filename: the-psychology-of-learning-science.
  • ISBN: 9781136469404
  • Release Date: 2012-11-12
  • Number of pages: 280
  • Author: Shawn M. Glynn
  • Publisher: Routledge



Focusing on the teaching and learning of science concepts at the elementary and high school levels, this volume bridges the gap between state-of-the-art research and classroom practice in science education. The contributors -- science educators, cognitive scientists, and psychologists -- draw clear connections between theory, research, and instructional application, with the ultimate goal of improving science teachers' effectiveness in the classroom. Toward this end, explicit models, illustrations, and examples drawn from actual science classes are included.

The Cambridge Handbook of the Learning Sciences

  • Filename: the-cambridge-handbook-of-the-learning-sciences.
  • ISBN: 9781139452472
  • Release Date: 2005-04-24
  • Number of pages:
  • Author: R. Keith Sawyer
  • Publisher: Cambridge University Press



Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.

Encyclopedia of the Sciences of Learning

  • Filename: encyclopedia-of-the-sciences-of-learning.
  • ISBN: 9781441914279
  • Release Date: 2011-10-05
  • Number of pages: 3536
  • Author: Norbert M. Seel
  • Publisher: Springer Science & Business Media



This publication reflects the myriad theories that have developed over the past century to explain how we acquire, organize and deploy knowledge and skills. Providing up-to-date, wide-ranging and authoritative coverage, this is the first reference of its kind.

Science as Psychology

  • Filename: science-as-psychology.
  • ISBN: 9781139495134
  • Release Date: 2010-11-22
  • Number of pages:
  • Author: Lisa M. Osbeck
  • Publisher: Cambridge University Press



Science as Psychology reveals the complexity and richness of rationality by demonstrating how social relationships, emotion, culture, and identity are implicated in the problem-solving practices of laboratory scientists. In this study, the authors gather and analyze interview and observational data from innovation-focused laboratories in the engineering sciences to show how the complex practices of laboratory research scientists provide rich psychological insights, and how a better understanding of science practice facilitates understanding of human beings more generally. The study focuses not on dismantling the rational core of scientific practice, but on illustrating how social, personal, and cognitive processes are intricately woven together in scientific thinking. The book is thus a contribution to science studies, the psychology of science, and general psychology.

The Psychology of Learning and Motivation

  • Filename: the-psychology-of-learning-and-motivation.
  • ISBN: 9780123942937
  • Release Date: 2012
  • Number of pages: 316
  • Author: Brian H. Ross
  • Publisher: Academic Press



The Psychology of Learning and Motivation series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Volume 57 of the highly regarded Psychology of Learning and Motivation series An essential reference for researchers and academics in cognitive science Relevant to both applied concerns and basic research

Handbook of the Psychology of Science

  • Filename: handbook-of-the-psychology-of-science.
  • ISBN: 9780826106247
  • Release Date: 2012-12-14
  • Number of pages: 544
  • Author: Gregory J. Feist, PhD
  • Publisher: Springer Publishing Company



"Highly recommended."--Choice: Current Reviews for Academic Libraries This handbook is the definitive resource for scholars and students interested in how research and theory within each of the major domains of psychologyódevelopmental, cognitive, personality, and socialóhave been applied to understand the nature of scientific thought and behavior. Edited by two esteemed pioneers in the emerging discipline of the psychology of science, it is the first empirically based compendium of its time. The handbook provides a comprehensive examination of how scientific thinking is learned and evolves from infancy to adolescence and adulthood, and combines developmental and cognitive approaches to show the categorical similarities and differences in thinking between children, adolescents, adults, and scientists. Chapters highlight the breadth and depth of psychological perspectives in the studies of science, from creativity and genius, gender, and conflict and cooperation, to postmodernism and psychobiography. A section on applications offers findings and ideas that can be put to use by educators, policymakers, and science administrators. Contributors examine the importance of mental models in solving difficult technical problems, and the significance of leadership and organizational structure in successful innovation. The final section of the book is devoted to the future of this new field, focusing on how to continue to develop a healthy psychology of science. Key Features: Presents the only empirically based compendium of current knowledge about the psychology of scientific thought and behavior Edited by two pioneers in the discipline of psychology of science Describes how scientific thinking is learned and changes throughout the life span Addresses creativity and genius, gender, conflict and cooperation, postmodernism, and psychobiography Covers applications of the psychology of science that can be used by educators, policymakers, and science administrators

The Science and Psychology of Music Performance

  • Filename: the-science-and-psychology-of-music-performance.
  • ISBN: 0195350170
  • Release Date: 2002-04-18
  • Number of pages: 400
  • Author: Richard Parncutt
  • Publisher: Oxford University Press



What type of practice makes a musician perfect? What sort of child is most likely to succeed on a musical instrument? What practice strategies yield the fastest improvement in skills such as sight-reading, memorization, and intonation? Scientific and psychological research can offer answers to these and other questions that musicians face every day. In The Science and Psychology of Music Performance, Richard Parncutt and Gary McPherson assemble relevant current research findings and make them accessible to musicians and music educators. This book describes new approaches to teaching music, learning music, and making music at all educational and skill levels. Each chapter represents the collaboration between a music researcher (usually a music psychologist) and a performer or music educator. This combination of expertise results in excellent practical advice. Readers will learn, for example, that they are in the majority (57%) if they experience rapid heartbeat before performances; the chapter devoted to performance anxiety will help them decide whether beta-blocker medication, hypnotherapy, or the Alexander Technique of relaxation might alleviate their stage fright. Another chapter outlines a step-by-step method for introducing children to musical notation, firmly based on research in cognitive development. Altogether, the 21 chapters cover the personal, environmental, and acoustical influences that shape the learning and performance of music.

The Psychology of Learning and Motivation

  • Filename: the-psychology-of-learning-and-motivation.
  • ISBN: 9780080463636
  • Release Date: 2006-05-24
  • Number of pages: 304
  • Author:
  • Publisher: Academic Press



The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Volume 46 contains chapters on category learning, prototypes, prospective memory, event memory, memory models, and musical prosody. *Discusses the concepts of category learning, prototypes, prospective memory, event memory, memory models, and musical prosody *Volume 46 of the highly regarded Psychology of Learning and Motivation series *An essential reference for researchers and academics in cognitive science

The Psychology of Science Text Comprehension

  • Filename: the-psychology-of-science-text-comprehension.
  • ISBN: 9780805838749
  • Release Date: 2002
  • Number of pages: 459
  • Author: José Otero
  • Publisher: Routledge



This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration. This volume: *provides an important integration of research and theory with theoretical, methodological, and educational applications; *includes a number of chapters that cover how science text information affects mental representations and strategies; *introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and *establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.

Applying the Science of Learning

  • Filename: applying-the-science-of-learning.
  • ISBN: 0136117570
  • Release Date: 2011
  • Number of pages: 134
  • Author: Richard E. Mayer
  • Publisher: Prentice Hall



"For students studying ""education or psychology, for teachers or prospective teachers, and for instructional designers or instructors." "A concrete guide to the science of learning, instruction, and assessment written in a friendly tone and presented in a dynamic format. " The underlying premise of "Applying the Science of Learning "is that educators can better help students learn if they understand the processes through which student learning takes place. In this clear and concise first edition text, educational psychology scholar Richard Mayer teaches readers how to apply the science of learning through understanding the reciprocal relationships between learning, instruction, and assessment. Utilizing the significant advances in scientific learning research over the last 25 years, this introductory text identifies the features of science of learning that are most relevant to education, explores the possible prescriptions of these findings for instructional methods, and highlights the essentials of evaluating instructional effectiveness through assessment. "Applying the Science of Learning "is also presented in an easy-to-read modular design and with a conversational tone -- making it particularly student-friendly, whether it is being used as a supplement to a core textbook or as a standalone course textbook. Features: A concise and concentrated view of the field that covers the foundational ideas in learning, instruction, and assessment without overwhelming students or wasting words. A modular, multimedia approach organizes course material into two-page units with specific objectives, helpful graphics, and a welcoming design that helps readers organize and understand each concept. An emphasis on clear writing and concrete ideas makes learning easier for readers, especially by providing vocabulary definitions and specific examples. A personal and friendly tone instead of a formal, academic style make this book easier and more enjoyable to read. While few academic references clutter the text, key references and suggested readings are provided at the end of each section.

Make It Stick

  • Filename: make-it-stick.
  • ISBN: 9780674729018
  • Release Date: 2014-04-14
  • Number of pages: 313
  • Author: Peter C. Brown
  • Publisher: Harvard University Press



Discusses the best methods of learning, describing how rereading and rote repetition are counterproductive and how such techniques as self-testing, spaced retrieval, and finding additional layers of information in new material can enhance learning.

Embracing Diversity in the Learning Sciences

  • Filename: embracing-diversity-in-the-learning-sciences.
  • ISBN: 9781135605025
  • Release Date: 2012-10-12
  • Number of pages: 256
  • Author: Yasmin B. Kafai
  • Publisher: Routledge



More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.

Visible Learning and the Science of How We Learn

  • Filename: visible-learning-and-the-science-of-how-we-learn.
  • ISBN: 9781134643189
  • Release Date: 2013-10-08
  • Number of pages: 368
  • Author: John Hattie
  • Publisher: Routledge



On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.

Reconstructing Undergraduate Education

  • Filename: reconstructing-undergraduate-education.
  • ISBN: 9781135616168
  • Release Date: 2004-07-22
  • Number of pages: 248
  • Author: Robert B. Innes
  • Publisher: Routledge



This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice. In this volume, Innes summarizes the sources he found most useful in developing his own set of teaching principles and course development process, and makes an argument for a particular perspective on learning--transactional constructivism--which is consistent with the philosophy of John Dewey and supported by current theory and research in learning science. Transactional constructivism, a combined approach, builds on the strengths of two competing views: psychological constructivism and the sociocultural perspective. Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses: *overviews the philosophical and theoretical underpinnings of the teaching model that is the focus of the volume; *presents a summary of Dewey's educational philosophy and connects his work to current theory and research in learning science; *examines psychological constructivism, one of the basic positions within the range of learning theories that takes a constructivist perspective; *offers a case study example of a course designed and taught from this perspective; *reviews the sociocultural and the transactional constructivist perspectives; *explores the quality of dialogue and disciplinary discourse in the classroom--an issue that is critical to the success of models derived from a transactional constructivist perspective on learning; and *explores broader issues related to reform in higher education. This volume is a vital resource for all professionals involved in undergraduate education.

The New Science of Learning

  • Filename: the-new-science-of-learning.
  • ISBN: 9781620360095
  • Release Date: 2013
  • Number of pages: 126
  • Author: Terry Doyle
  • Publisher: Stylus Publishing, LLC.



Explains the latest neurological research in the science of learning, stressing the brain's need for sleep, exercise, and focused attention in its processing of new information and creation of memories.

DMCA - Contact